PELAKSANAAN PEMBELAJARAN JARAK JAUH PAI SD DI KECAMATAN KUTAWARINGIN

PJJ merupakan pendidikan yang peserta didiknya terpisah dari pendidik dan pembelajarannya menggunakan berbagai sumber belajar melalui penerapan prinsip-prinsip teknologi pendidikan. PJJ tepat digunakan di tengah situasi darurat Pandemi Covid-19 seperti sekarang, meskipun masih terdapat berbagai problematika dalam pelaksanaannya. Secara umum, penelitian ini bertujuan untuk mengetahui pelaksanaan PJJ PAI SD di Kecamatan Kutawaringin. Secara khusus, penelitian ini bertujuan untuk mengetahui dampak Covid-19 terhadap pembelajaran PAI, pelaksanaan PJJ PAI, problematika dan langkah alternatif yang dilakukan pendidik. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Hasil penelitian menunjukan bahwa dampak Covid-19 terhadap pembelajaran PAI yaitu berubahnya sistem pembelajaran PAI menjadi PJJ. PJJ PAI dilaksanakan dengan tiga pola, yaitu PJJ daring sepenuhnya, luring sepenuhnya dan kombinasi. Problematika pendidik dibagi menjadi tiga, yaitu (1) pelaksanaan PJJ yaitu sulit melihat kemampuan peserta didik, belajar praktik, penanaman sikap, keterampilan dan pengawasan belajar, penyiapan materi dan media, penyampaian materi tidak maksimal, pengeluaran kuota, daya tangkap peserta didik, kepemilikan gawai, jarak, waktu belajar, pengerjaan dan pengumpulan tugas. (2) Internal pendidik yaitu kemampuan TIK dan manajemen waktu. (3) Eksternal pendidik yaitu kepemilikan gawai, kemampuan TIK dan membimbing belajar, kehadiran dan waktu orang tua; kemandirian, kemauan, rasa bosan, jenuh dan manja peserta didik, penyalahgunaan gawai, pembimbing ketika orang tua bekerja; berkaitan dengan sarana yaitu kuota dan buku paket. Adapun langkah alternatif yang dilakukan pendidik PAI dalam menghadapi problematika tersebut yaitu kembali kepada kebijakan pendidik sendiri, yang memungkinkan bisa dilaksanakan dalam PJJ serta tidak memberatkan berbagai pihak. PJJ is a form of learning activity that does not directly bring together educators with their students. In practice, this requires the use of various sources and means of learning through the application of educational technology principles. PJJ is right to be used in the midst of the Covid-19 Pandemic emergency situation as it is now, although it cannot be denied that there are still deficiencies in its implementation. In general, this study aims to determine the problems surrounding the implementation of PJJ faced by teachers of Islamic Education at the elementary school level in Kecamatan Kutawaringin. And in particular, this study aims to determine the impact of Covid-19 on Islamic Education learning, implementation of PJJ Islamic Education, problems and alternative steps taken by educators in dealing with it. This research uses a qualitative approach with descriptive methods. The results showed that there were problems in the implementation of PJJ Islamic Education caused by the unpreparedness of its implementation. The impact of Covid-19 on Islamic Education learning is the change in the Islamic Education learning system to become PJJ. PJJ Islamic Education is implemented in three patterns, namely fully online PJJ, fully offline and combined. The problems of educators are divided into three, (1) the implementation of PJJ, namely the difficulty of seeing the abilities of students, learning practices, cultivating attitudes, learning skills and supervision, preparing materials and media, delivering material that is not optimal, spending on internet costs, catching students, ownership devices, distance, study time, work and assignments. (2) Internal educators, namely the ability to use ICT facilities and time management. (3) External educators, namely device ownership, ability to guide with ICT facilities, attendance and time of parents; independence, willingness, feeling bored and spoiled by students, abuse of devices, absence of a supervisor when parents work; related to the means, namely the cost of internet data and package books. As for the alternative steps taken by Islamic Education educators in dealing with these problems, namely returning policies regarding the implementation strategy of each educator so that PJJ can still be implemented without burdening various parties